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Aims
To develop students ability to listen to a story and extract key information
To develop students understanding and spelling of common everyday verbs, e.g. go
to bed, work, want etc.
To build confidence in the use of prepositions of time
To build accuracy when forming present simple statements
To develop learners visual literacy.
Introduction
This lesson tells the story of a mans everyday life, but presents it backwards. The learners
watch a video of the story and then complete activities which check comprehension and
practise vocabulary, sentence structure and prepositions of time. There is also a version of
the story for you to print and make into a book, and use as a class reader or for learners to
read at home.
Procedure
Warmer (5 mins)
Show the picture on Worksheet p1 and elicit what the man is doing (going to bed).
Tell the class what time you go to bed, adding any interesting information, e.g. its
early because you get up early to walk the dog, or its late because you work late.
Invite learners to share with the group what time they go to bed and why.
Lesson
plan
Every
Day
answer is already being drawn as the question is asked, so you may need to pause
earlier and ask the question yourself.
Use finger highlighting1 to guide learners to produce accurate sentences as they make
their predictions.
Play the answer, pausing to help with any unknown vocabulary.
Continue playing, pausing and eliciting predictions in this way for the rest of the video.
Differentiation: Pair weaker learners with stronger learners and ask the weaker learner to
ask the why questions; monitor and support as necessary.
Alternative: You might want to do this as a mingle activity. Give one card to each learner
and they have to find the learner who has the sentence or picture to match their card.
Lesson
plan
Every
Day
Ask pairs to cut the first sentence into words and jumble them up.
Ask the pairs to put the words in order to reconstruct the sentence, and check with the
cards from Task 4.
Do the same with the rest of the sentences, except the last one.
Show questions 9-14 in the online module and invite someone from each pair to
come to the board and drag and drop the words to make the sentence.
Differentiation: Pair weaker learners together to reorder sentences one at a time and pair
stronger learners together to reorder two, three or four sentences at a time.
Alternative: If you feel there are enough card-based activities already, pairs could write their
answers on a piece of paper and give their answers verbally on a mini whiteboard.
Extension: Stand in a circle. Throw the toy to a learner and say, for example, the
afternoon. The learner throws it back and says, in the afternoon. Throw the toy to other
learners giving different times of day and times.
Lesson
plan
Every
Day
Repeat with the second team and a different word. Continue until every student has had a
turn.